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Module 2 · Lesson 2

Statistics: Clinical trials, psychometrics, and the replication crisis

You'll see how statistics decides whether a medicine works, how tests measure things that can't be seen directly, and why many published findings have failed to repeat. You'll leave able to ask the right questions about a study before you believe it.

What you will be able to do

  • Evaluate the design and measurement behind a statistical claim, and describe the current debate over p-values and replication.

0% of this lesson · 10 items · 1h 33m total · 1h 18m without the optional activity

Contents of this lesson10 items
  1. ReadingWhy Doctors Flip a Coin to Test a Drug3 min
  2. ReadingRandomized Trials and Natural Experiments: Telling Cause from Correlation4 min
  3. ReadingPsychometrics: Measuring What You Can't See4 min
  4. ReadingPolling Beyond the Margin of Error4 min
  5. ReadingThe p-Value Debate and the Replication Crisis4 min
  6. Guided ReadingGuided Walkthrough: Is This Coin Fair? Reading a p-Value7 min
  7. Guided ConversationShould You Believe This Study?12 min
  8. Hands-on Activity · optionalCheck a Questionnaire's Internal Consistency15 min
  9. Knowledge CheckClinical trials, psychometrics, and the replication crisis10 min
  10. Graded QuizStatistics30 min

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Reading 3 min Done

Why Doctors Flip a Coin to Test a Drug

You've probably seen a headline like this: a new drug, or a diet, or a daily habit "reduced risk by 30 percent." Before you decide what that means for anyone, ask a prior question. Reduced compared with whom?

Suppose researchers compare people who chose to take a supplement with people who didn't, and the supplement takers have fewer heart attacks. Does the supplement work? Try to list what else might explain the gap before reading on.

Here are a few candidates:

  • People who choose supplements may also exercise more, smoke less, or see doctors more often.
  • They may have more money, and money buys healthier food and better care.
  • Doctors may steer sicker patients away from a new treatment, leaving the healthier ones to take it.

Any of these differences could produce fewer heart attacks among supplement takers even if the supplement did nothing. The trouble is that the groups were formed by choice, and whatever drove the choice may also drive the outcome. Comparing them mixes the effect of the treatment with the effect of everything that differs between the people who chose it and the people who didn't.

The fix sounds too modest to work. Don't let anyone choose. Assign each patient to the treatment or the comparison group by chance, in effect by flipping a coin. Then exercise habits, income, and the doctor's hunches are spread across both groups by luck alone. Even differences no one thought to measure are spread the same way. If the treated group then does better by more than chance would explain, the treatment is the likeliest cause.

A landmark in doing this carefully came in 1948. Britain's Medical Research Council published a trial of the antibiotic streptomycin for pulmonary tuberculosis. Patients were assigned to treatment by concealed random allocation: the schedule of who would get what was hidden from the people enrolling patients, so no one could steer a particular patient into a particular group (Medical Research Council 1948). That concealment closed a loophole. A doctor who knows the next assignment can decide, even without meaning to, which patient gets it.

Randomized trials are now the main way new medicines are tested. Such trials are also expensive, slow, and sometimes impossible: you can't randomly assign people to smoke, or to be born in a particular year.

What statistics offers here is a way to tell cause from coincidence. It doesn't do this by finding a perfect formula. It does it by designing how data are collected, so that the comparison you make at the end means what you want it to mean.

This content reflects the field as of October 2026.

References

  • Medical Research Council. 1948. "Streptomycin Treatment of Pulmonary Tuberculosis: A Medical Research Council Investigation." BMJ 2: 769–782.

Reading 4 min Done

Randomized Trials and Natural Experiments: Telling Cause from Correlation

Introduction

"Linked to" is one of the most common phrases in health and science news, and one of the least informative. It reports that two things go together, not that one causes the other. This reading explains the difference, how randomized trials and natural experiments get from one to the other, and what even good designs can't tell you.

Going Together Versus Causing

Correlation is a measure of how strongly two quantities vary together. Ice cream sales and drownings both rise in summer, so across the months of a year they are correlated. No one thinks ice cream causes drowning. Hot weather drives both: more people buy ice cream and more people swim.

Causation means that changing one thing would change the other. That's the claim people care about when they ask whether a drug works or a policy helps. A correlation can arise from causation, but also from a third factor that drives both, from the effect running in the opposite direction, or from chance. Observational data, collected by watching what people do without intervening, rarely separate these on their own.

Randomized Controlled Trials

A randomized controlled trial compares groups formed by chance. Researchers recruit participants and assign each one at random to receive the treatment or not. The control group is the group that doesn't receive the treatment being tested; it may receive a standard treatment, a placebo, or nothing, and it shows what would have happened without the new treatment.

Random assignment matters because it balances, on average, every difference between the groups, including differences no one measured. If the groups then differ in outcome by more than chance would explain, the treatment is the best explanation. Two further safeguards are common. The assignment schedule is concealed from the people enrolling participants, so they can't steer anyone into a group. And where possible, participants and the people judging outcomes aren't told who got what, so expectations can't color the results.

The 1948 Medical Research Council trial of streptomycin for tuberculosis is a methodological landmark. Its report described the steps taken to conceal the random allocation schedule from those entering patients into the trial (Medical Research Council 1948).

Natural Experiments

Many causal questions can't be settled by assigning people at random. You can't randomly assign people to earn a higher minimum wage, to receive extra years of school, or to live in a city that received a wave of immigrants. Researchers instead look for a natural experiment: a situation in which chance events or policy changes treat similar groups of people differently, much as random assignment would.

In 2021 the economics prize in memory of Alfred Nobel recognized this approach. Half went to David Card for empirical work in labor economics, which used natural experiments to study questions such as the effects of minimum wages and immigration. The other half went jointly to Joshua Angrist and Guido Imbens for methods showing what conclusions about cause and effect such data can and can't support (Nobel Prize Outreach 2021). Designs like these are part of a wider field, causal inference, that studies when data can answer cause-and-effect questions at all.

DesignWho assigns the treatmentMain strengthMain weakness
Observational studyParticipants or circumstancesPossible for almost any questionGroups may differ in ways that explain the result
Randomized controlled trialThe researchers, by chanceBalances measured and unmeasured differencesOften costly, slow, or unethical to run
Natural experimentA chance event or a policyStudies questions that can't be randomizedDepends on the event acting like random assignment

What These Designs Can't Do

Even a well-run trial answers a narrow question: what the treatment did for these people, under these conditions. Trial participants can differ from the patients who later get the treatment, for example in age or in other illnesses they have. A natural experiment in one city at one time may not carry over to another. Going from "it worked here" to "it will work there" takes further evidence or argument. Small trials also leave room for chance, which is one reason results need confirming in further studies.

Conclusion

Correlation alone rarely shows causation, because other explanations remain open. Random assignment, or a chance event that acts like it, is the strongest available way to rule those explanations out. Even then, a result applies most directly to the people and setting studied.

This content reflects the field as of October 2026.

Key Terms

  • Correlation: A measure of how strongly two quantities vary together.
  • Causation: A relationship in which changing one thing would change another.
  • Randomized controlled trial: A study that assigns participants at random to receive a treatment or not and compares the outcomes.
  • Control group: The group in a study that doesn't receive the treatment being tested, showing what would have happened without it.
  • Natural experiment: A situation in which chance events or policy changes treat similar groups of people differently, much as random assignment would.

References

  • Medical Research Council. 1948. "Streptomycin Treatment of Pulmonary Tuberculosis: A Medical Research Council Investigation." BMJ 2: 769–782.
  • Nobel Prize Outreach. 2021. "The Prize in Economic Sciences 2021." Press release, October 11, 2021.

Reading 4 min Done

Psychometrics: Measuring What You Can't See

Introduction

A reading test, a job-aptitude test, and a questionnaire about anxiety all claim to measure something no one can observe directly. A ruler can be checked against a standard; a test of reading skill can't. This reading explains how statistics makes such measurement possible, the two main checks on whether it works, two widely used methods, and the field's troubled early history.

Measuring a Latent Trait

Psychometrics is the field that uses statistics to measure psychological and educational traits, such as knowledge, skills, attitudes, or anxiety, and to check the quality of those measurements. Its central object is a latent trait: a characteristic that can't be observed directly and is inferred from a person's answers to questions or tasks.

No single answer reveals a latent trait. Someone who misses one reading question may have been distracted, or may have misread a word. So tests ask many questions and combine the answers, on the reasoning that chance slips tend to cancel out while the trait shows up across many items. Whether that reasoning holds for a given test is a statistical question, and two checks address it.

Reliability: Does It Measure Consistently?

Reliability is the consistency of a test's results: whether it gives similar scores when the same trait is measured again, or when different parts of the test measure it. A bathroom scale that reads differently every time you step on it is unreliable, whatever your true weight.

One common check looks inside a single test. If all the questions measure the same trait, people who score high on one question should tend to score high on the others. Coefficient alpha, introduced by Lee Cronbach in 1951, is a widely used statistic that measures this internal consistency, based on how much the questions' scores vary together compared with how much they vary separately (Cronbach 1951). Alpha usually falls between 0 and 1, and values closer to 1 indicate more consistent questions.

Validity: Does It Measure the Right Thing?

Validity is the degree to which evidence and theory support the intended interpretation of a test's scores for a particular use. The 2014 Standards for Educational and Psychological Testing, issued jointly by three professional associations, call validity "the most fundamental consideration" in developing and evaluating tests (American Educational Research Association et al. 2014, chap. 1). In this view, validity isn't a fixed property of a test. It belongs to a particular interpretation of scores for a particular purpose, and it's supported by accumulating evidence.

Reliability and validity can come apart:

SituationReliable?Valid for the intended use?
A math test whose word problems need advanced reading, used to measure math skillCan be highWeak: scores partly reflect reading
A scale that consistently reads 2 kilograms too heavyHighNo, without correction
A short, inconsistent quiz on the right topicLowLimited, because scores are noisy

Low reliability limits validity, because noisy scores can't support any interpretation well. But high reliability doesn't establish validity. A test can measure the wrong thing very consistently.

Two Tools in Brief

Factor analysis is a family of methods that looks for a small number of underlying traits that could explain the patterns of correlation among many test questions. Item response theory is a family of models that describes the probability that a person answers each question correctly as a function of the person's trait level and the question's own characteristics, such as its difficulty.

A History to Acknowledge

The field's early history is tied to eugenics, the movement to "improve" human populations by controlling who had children. Francis Galton, described as the founder of the study of eugenics, also pioneered the statistical study of human intelligence and set up a laboratory at an 1884 exhibition to measure people's characteristics (O'Connor and Robertson 2003a). In 2020 University College London removed the names of Galton and of Karl Pearson, another eugenicist and statistician, from its buildings and spaces after an inquiry into its history of eugenics (University College London 2020). The 2014 Standards devote a chapter to fairness in testing (American Educational Research Association et al. 2014, chap. 3).

Conclusion

Psychometrics infers traits that can't be seen from patterns in answers that can. Reliability asks whether a test measures consistently; validity asks whether its scores support the interpretation and use intended, and the second can't be read off the first. Its methods are standard tools in education and psychology, developed in a history that included eugenics.

This content reflects the field as of October 2026.

Key Terms

  • Psychometrics: The field that uses statistics to measure psychological and educational traits and to check the quality of those measurements.
  • Latent trait: A characteristic that can't be observed directly and is inferred from a person's answers to questions or tasks.
  • Reliability: The consistency of a test's results when the same trait is measured again or by different parts of the test.
  • Coefficient alpha: A statistic, introduced by Cronbach in 1951, that measures how consistently a test's questions measure the same thing.
  • Validity: The degree to which evidence and theory support the intended interpretation of a test's scores for a particular use.
  • Factor analysis: A family of methods that looks for a small number of underlying traits that could explain the patterns of correlation among many test questions.
  • Item response theory: A family of models that describes the probability of answering each question correctly in terms of the person's trait level and the question's characteristics.

References

  • American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. 2014. Standards for Educational and Psychological Testing. Washington, DC: American Educational Research Association.
  • Cronbach, Lee J. 1951. "Coefficient Alpha and the Internal Structure of Tests." Psychometrika 16 (3): 297–334. doi:10.1007/BF02310555.
    • Free: None
    • Free companion: American Educational Research Association et al. 2014
  • O'Connor, J. J., and E. F. Robertson. 2003a. "Francis Galton." MacTutor History of Mathematics Archive, University of St Andrews. Last updated October 2003.
  • University College London. 2020. "Inquiry into the History of Eugenics at UCL." Report published February 28, 2020.

Reading 4 min Done

Polling Beyond the Margin of Error

Introduction

A poll's margin of error assumes that the people who answered were chosen at random and that their answers are honest. Modern polls rarely meet the first assumption, and pollsters know it. This reading explains why random samples are hard to get, how pollsters adjust for the problem, what errors remain, and what to look for in a poll report.

Fewer People Answer

The response rate is the share of people selected for a survey who actually complete it. For telephone polls, it has fallen steeply. Pew Research Center reported that the typical response rate for its telephone surveys had held at about 9 percent for several years, then fell to 7 percent in 2017 and 6 percent in 2018 (Kennedy and Hartig 2019).

A low response rate doesn't by itself make a poll wrong. What matters is whether the people who answer differ from those who don't in ways related to the question. Pew's own studies found little relationship between response rates and accuracy, though the risk of error rises when the topic itself affects who chooses to take part (Kennedy and Hartig 2019). When respondents and nonrespondents do differ in this way, the result is nonresponse bias: a distortion that arises because the people who answer a survey differ from those who don't in ways that affect the results (Illowsky and Dean 2023, sec. 1.2).

Weighting

Pollsters can't make people answer, so they adjust. Weighting means giving some respondents' answers more influence and others less, so that the sample matches known population shares, such as the proportions of each age group, sex, region, or education level from census data. If a poll reached too few young adults, each young adult's answers count for more.

Weighting can correct much of the imbalance in who answers, but only along the characteristics the pollster weights on. If people who answer differ from people who don't in some other way that matters, weighting by age and region won't fix it. Pew gives the example of volunteering: people who take surveys are more likely to volunteer, and standard weighting doesn't fully correct for that (Kennedy and Hartig 2019). Choosing what to weight on, and which population figures to match, is a judgment call, and different pollsters make different calls with the same raw data.

Errors the Margin Doesn't Capture

Total survey error is the combined error from every source in a survey, not just the chance error that the margin of error measures. Its main parts include:

SourceWhat goes wrong
Sampling errorThe luck of the draw; the only part the margin of error covers
CoverageSome people can't be reached at all by the method used
NonresponseThe people who answer differ from those who don't
MeasurementQuestion wording, order, or the setting changes the answers people give
Turnout (election polls)The poll must guess who will actually vote

These errors don't shrink with sample size, and they can push results in the same direction across many polls at once. After the 2020 US elections, a task force of the American Association for Public Opinion Research found that national polls' error on the popular vote was the highest in 40 years. It couldn't identify a single cause and said overlapping explanations couldn't be ruled out (American Association for Public Opinion Research 2021).

What to Look For in a Poll Report

A careful reader asks:

  1. Who was the population: all adults, registered voters, or likely voters?
  2. How were people contacted: phone, online panel, text, or mail? Were they selected by chance, or did they volunteer?
  3. How many responded, and what was the margin of error?
  4. Was the sample weighted, and on what characteristics?
  5. What exactly was the question, and what came before it?

A single poll is one estimate with all these errors attached, and several polls that share a method can share its errors.

Conclusion

Random samples are hard to get when few people respond, so pollsters weight their samples to match the population. Weighting helps but rests on judgment calls, and errors from coverage, nonresponse, wording, and turnout fall outside the margin of error. Reading a poll well means asking about all of them.

This content reflects the field as of October 2026.

Key Terms

  • Response rate: The share of people selected for a survey who actually complete it.
  • Nonresponse bias: A distortion that arises because the people who answer a survey differ from those who don't in ways that affect the results.
  • Weighting: Giving some respondents' answers more influence and others less, so that the sample matches known population shares.
  • Total survey error: The combined error from every source in a survey, not just the chance error that the margin of error measures.

References

  • American Association for Public Opinion Research. 2021. Task Force on 2020 Pre-Election Polling: An Evaluation of the 2020 General Election Polls. Josh Clinton, chair.
  • Illowsky, Barbara, and Susan Dean. 2023. Introductory Statistics 2e. Houston, TX: OpenStax. CC BY-NC-SA.
  • Kennedy, Courtney, and Hannah Hartig. 2019. "Response Rates in Telephone Surveys Have Resumed Their Decline." Pew Research Center, February 27, 2019.

Reading 4 min Done

The p-Value Debate and the Replication Crisis

Introduction

A finding published in a peer-reviewed journal is supposed to be solid. Since the 2010s, large efforts to repeat published studies have found that many results don't hold up as well as their original reports suggested. This reading explains the p-value, what a major replication project found, what the American Statistical Association said about p-values in 2016, and the remedies now proposed and argued over.

What a p-Value Measures

Many studies test whether an effect is real by first assuming it isn't: the drug does nothing, the two groups don't differ. The p-value is the probability, calculated under that "no real effect" assumption, of getting data at least as extreme as the data actually observed. A small p-value means the data would be surprising if there were no real effect.

By long convention, many fields call a result statistical significance, or "statistically significant," when its p-value falls below a fixed cutoff, most often 0.05. The label sounds like a verdict on importance. It isn't. It records only that the p-value crossed the cutoff.

The Replication Project

Replication means repeating a study with new data, following the original method as closely as possible, to see whether the result holds. In 2015 the Open Science Collaboration, a large group of researchers, reported replications of 100 studies published in three psychology journals. Of the original studies, 97 percent had reported statistically significant results. Of the replications, 36 percent did, and the replication effects were on average about half the size of the originals (Open Science Collaboration 2015).

Those numbers don't mean that 64 percent of the original findings were false. A replication can miss a real but small effect by chance, and differences in setting can matter. They do mean that the published record was less certain than its significance labels implied.

The ASA Statement

In 2016 the American Statistical Association issued a formal statement on p-values, its first position on a specific matter of statistical practice. It set out six principles (Wasserstein and Lazar 2016). Among them:

  • A p-value can indicate how incompatible the data are with a specified statistical model.
  • A p-value doesn't measure the probability that the hypothesis being studied is true, or the probability that the data were produced by random chance alone.
  • Scientific conclusions and policy decisions shouldn't rest only on whether a p-value passes a specific threshold.
  • A p-value, or statistical significance, doesn't measure the size of an effect or the importance of a result.

The last point is why reports increasingly give the effect size, a measure of how large an effect is, such as how many points a treatment lowered blood pressure, alongside or instead of the p-value.

Proposed Remedies and the Disagreement

Several remedies are in use or under debate:

RemedyWhat it doesArgued by
PreregistrationResearchers record their questions and analysis plan before seeing the outcomes, so analyses can't be tuned to the dataNosek et al. 2018
Stricter thresholdLower the default cutoff for claiming a new discovery from 0.05 to 0.005Benjamin et al. 2018
Retire the labelStop sorting results into "significant" and "not significant" at allAmrhein, Greenland, and McShane 2019, with more than 800 signatories
Estimation and other methodsReport effect sizes and intervals; use Bayesian methods or other measures of evidenceDiscussed as options in Wasserstein and Lazar 2016

Larger samples are also often urged, since small studies produce noisy estimates. These proposals pull in different directions. A stricter threshold keeps the idea of a cutoff; retiring significance abandons it. Supporters of each argue that their approach would reduce false findings, and critics argue it would create new problems. The debate is unsettled.

Conclusion

A p-value measures how surprising data would be if there were no real effect, not the probability that a finding is true. Replication research showed that many significant findings were weaker than reported, and statisticians have since warned against relying on a single cutoff. There is broad agreement that practice should change, and continuing disagreement about how.

This content reflects the field as of October 2026.

Key Terms

  • p-value: The probability, calculated under the assumption of no real effect, of getting data at least as extreme as the data actually observed.
  • Statistical significance: The label given to a result whose p-value falls below a fixed cutoff, most often 0.05.
  • Replication: Repeating a study with new data, following the original method as closely as possible, to see whether the result holds.
  • Effect size: A measure of how large an effect is.
  • Preregistration: Recording a study's questions and analysis plan before seeing the outcomes.

References

  • Amrhein, Valentin, Sander Greenland, and Blake McShane. 2019. "Scientists Rise Up against Statistical Significance." Nature 567 (7748): 305–307. doi:10.1038/d41586-019-00857-9.
    • Free: None confirmed
    • Publisher: Nature
  • Benjamin, Daniel J., et al. 2018. "Redefine Statistical Significance." Nature Human Behaviour 2: 6–10. doi:10.1038/s41562-017-0189-z.
  • Nosek, Brian A., Charles R. Ebersole, Alexander C. DeHaven, and David T. Mellor. 2018. "The Preregistration Revolution." Proceedings of the National Academy of Sciences 115 (11): 2600–2606. doi:10.1073/pnas.1708274114.
  • Open Science Collaboration. 2015. "Estimating the Reproducibility of Psychological Science." Science 349 (6251): aac4716.
  • Wasserstein, Ronald L., and Nicole A. Lazar. 2016. "The ASA's Statement on p-Values: Context, Process, and Purpose." The American Statistician 70 (2): 129–133. doi:10.1080/00031305.2016.1154108.

Guided Reading 7 min Done

Guided Walkthrough: Is This Coin Fair? Reading a p-Value

Introduction

p-values appear in news reports of studies, drug approvals, and scientific papers, usually with little explanation. This walkthrough computes and reads one in a setting where you can see every piece: a coin that may or may not be fair. You'll state the assumption a p-value rests on, see where the number comes from, read it in plain language, and then check that reading against the American Statistical Association's 2016 principles.

The Starting Point

You toss a coin 100 times and it lands heads 60 times. A fair coin should land heads about half the time, so you'd expect about 50. Sixty is more than that. The question is whether 60 is far enough from 50 to make you doubt the coin, or whether a fair coin could produce it by chance.

A few terms first. A p-value is the probability, calculated under the assumption of no real effect, of getting data at least as extreme as the data actually observed. Here, "no real effect" means the coin is fair. A result is called statistically significant when its p-value falls below a fixed cutoff, most often 0.05.

Walking Through the Test

Step 1: State the "no effect" assumption

Every p-value starts from a specific assumption, often called the null hypothesis. Here it is: the coin is fair, so each toss has probability 1/2 of heads, and tosses don't affect each other.

You're not claiming the coin is fair. You're adopting the assumption provisionally, to see how well the data fit it. The ASA statement describes a p-value as a measure of how incompatible the data are with a specified statistical model (Wasserstein and Lazar 2016). The fair-coin assumption is that model.

Step 2: Ask how often a fair coin gives a result at least this far from 50

Under the fair-coin assumption, the number of heads in 100 tosses varies around 50. Its typical spread, the standard deviation, is 5 heads. (For coin tosses, that's the square root of 100 \times \frac{1}{2} \times \frac{1}{2} = 25, and \sqrt{25} = 5.) So 60 heads is two spreads above 50.

"At least as extreme" needs a decision. A coin biased toward tails would be as suspicious as one biased toward heads, so a result 10 or more away from 50 in either direction counts: 60 or more heads, or 40 or fewer. This is a two-sided test.

The probability of each possible number of heads for a fair coin can be computed exactly from counting rules. Adding up the probabilities for 60 heads or more gives about 0.028. The chance of 40 heads or fewer is the same, by symmetry. So

p \approx 0.028 + 0.028 \approx 0.057

A fair coin tossed 100 times lands at least 10 away from 50 heads about 5.7 percent of the time. A rough check agrees: in a bell-shaped distribution, about 5 percent of results fall more than two spreads from the center.

Step 3: Read the p-value

A p-value of about 0.057 says: if the coin were fair, a result as lopsided as yours, or more so, would turn up in about 1 of every 17 or 18 experiments like this one. That's unusual but not rare. If many people each tossed a fair coin 100 times, several in a hundred would see a result like yours.

So the data are somewhat surprising under the fair-coin assumption. They give you a modest reason to wonder about the coin, not a strong one.

Step 4: Apply the ASA principles

Two of the ASA's principles bear directly on this result (Wasserstein and Lazar 2016).

First, a p-value doesn't measure the probability that the hypothesis being studied is true. The 0.057 was calculated by assuming the coin is fair. It describes the data under that assumption. It can't then turn around and tell you how likely the assumption is.

Second, conclusions shouldn't rest only on whether a p-value passes a specific threshold. Under the 0.05 convention, 0.057 is "not significant." But compare what one more or one fewer head would have done:

Heads in 100 tossesTwo-sided p-valueLabel under the 0.05 convention
59about 0.089Not significant
60about 0.057Not significant
61about 0.035Significant

A single toss moves the result across the line. The evidence from 60 heads and from 61 heads is nearly the same, so treating them as opposite verdicts gives the cutoff more weight than it can bear.

Step 5: Decide what more evidence would help

The p-value can't settle the question, but it can tell you what would. Two kinds of evidence would help.

More tosses. If the coin really lands heads 60 percent of the time, more tosses would make that clearer. With 200 tosses and 120 heads, the same 60 percent, the two-sided p-value drops to about 0.006. With 1,000 tosses and 600 heads, it's far smaller than one in a million.

A reason to suspect the coin. Is it bent? Was it supplied by someone with a stake in the outcome? Was it tossed or spun? A p-value only describes data under an assumption. Knowledge about how the data were produced can make a modest p-value more or less worrying.

Key Considerations

The p-value depends on the assumption. Change the "no effect" model and the p-value changes. If tosses weren't independent, for example, the fair-coin calculation wouldn't apply.

One-sided or two-sided matters. If you had decided in advance that only a bias toward heads mattered, you would count only 60 or more heads, giving a one-sided p-value of about 0.028. The choice has to be made before seeing the data. Choosing after, to get a smaller number, makes the p-value misleading.

The common mistake: reading "p = 0.057" as "a 5.7 percent chance the coin is fair." This reverses the calculation. The p-value is the chance of data this extreme if the coin is fair, not the chance the coin is fair given these data. The ASA statement rules out this reading (Wasserstein and Lazar 2016). Working out the probability that the coin is fair would need more information, such as how common biased coins are where this one came from.

Summary

A coin landing heads 60 times in 100 gives a two-sided p-value of about 0.057. Here is the model result:

p-value: about 0.057, two-sided, under the assumption that the coin is fair.

Plain-language reading: If the coin were fair, a result at least this far from 50 heads would happen about 5.7 percent of the time. The result is unusual, not rare, and gives modest reason to doubt the coin.

What it doesn't tell you: (1) the probability that the coin is fair; (2) how biased the coin is, if it is biased at all; (3) whether the coin is fair or unfair, decided by which side of 0.05 the number falls on.

  1. The calculation adds the fair-coin probabilities of 60 or more heads (about 0.028) and 40 or fewer (about 0.028).
  2. The reading describes the data under the assumption, never the assumption itself.
  3. The three limits follow the ASA principles that a p-value isn't the probability a hypothesis is true, doesn't measure the size of an effect, and shouldn't decide a conclusion by passing a threshold.

References

  • Wasserstein, Ronald L., and Nicole A. Lazar. 2016. "The ASA's Statement on p-Values: Context, Process, and Purpose." The American Statistician 70 (2): 129–133. doi:10.1080/00031305.2016.1154108.

Guided Conversation 12 min Done

Should You Believe This Study?

In this conversation you'll bring a study you've seen reported in the news and look at the evidence behind it: how the study was designed, how its outcome was measured, and what would happen to your trust if it failed to replicate. You'll leave with three questions you can ask of the next study you read about.

You'll have this conversation with an AI assistant, using your own account. Choose a button to open a new chat with the prompt already filled in, then press send to start. If the chat opens empty, copy the prompt and paste it in.

Run this conversation in whichever assistant you already use:

Claude desktop app

To use another LLM, simply copy and paste the prompt into its chat window.

Show the full prompt (it lists misreadings to watch for, so skip it if you would rather come to the conversation fresh)
Guided Conversation: Should You Believe This Study? (about 12 minutes)

Note to the learner: press send to start. Everything below is facilitator guidance for the AI. It lists misconceptions to watch for, so skip it if you'd rather come to the conversation fresh.

Please facilitate a reflective dialogue with me. I'm an adult who is comfortable with basic high-school algebra but may be rusty or uneasy with math, exploring what statistics is and whether to study it further. I'm studying how to judge the evidence behind clinical trials, tests, and published research. Follow this guidance for the whole conversation.

GOAL
Evaluate the design and measurement behind a statistical claim, and describe the debate over p-values and replication, using a study I've seen reported.

HOW TO RUN THE CONVERSATION
- Ask one question at a time, then wait for my reply. Keep each of your turns under about 120 words.
- Don't lecture. Explain a point only when I need it, then return to my study.
- Be curious, collegial, and patient. Define terms briefly on first use (randomized, observational, natural experiment, reliability, validity, p-value, replication). Welcome disagreement when I give a reason.
- Plain conversation only: don't search the web or create files or documents. If I don't remember details of my study, work with what I recall and say what we'd need to check.
- Aim for about 12 minutes. Spend most of the time on topics 2 and 3. If my replies are brief, offer one concrete prompt, such as "a report that people who drink coffee live longer," and move on. If I seem uncertain, shorten the conversation to 5-7 minutes. Always reach the final topic.
- Start now. Open with one or two warm sentences: this is a conversation, not a quiz; careful questions matter more than right answers; I can ask you to clarify anything. Then ask me to describe a study I've seen in the news and what it claimed.

TOPICS, IN ORDER
1. The claim. Ask what the study claimed and whether the claim was about cause ("X reduces Y") or association ("X is linked to Y"). Follow-up: did the headline say more than the study could?
2. Design and measurement. Ask whether people were assigned to groups at random, only observed, or sorted by some chance event or policy (a natural experiment), and what difference that makes to a causal claim. Then ask how the outcome was measured. If it was a test or questionnaire, ask whether it measured consistently (reliability) and whether it measured the right thing (validity). Follow-up: what else could explain the result?
3. Replication. Ask what it would mean for my trust in the study if a careful repeat found no significant effect. Draw out that one failed replication lowers confidence without proving the original false. If I mention a p-value or "significant," ask what I think it means, and gently correct it if needed. Follow-up: what would make me trust the finding more?
4. Closing. Ask me to list three questions I'll ask of the next study I read about. These could also guide me in checking whether a questionnaire's items hang together.

KEY POINTS TO KEEP ACCURATE
- Correlation means two things vary together; causation means changing one would change the other. Correlation alone rarely shows causation.
- Random assignment balances groups, on average, including in ways no one measured, so it supports causal claims. A natural experiment uses a chance event or policy that acts like random assignment. Results apply most directly to the people and setting studied.
- Reliability is consistency of measurement; validity is whether evidence supports interpreting the scores as intended. A test can be reliable without being valid.
- A p-value is the probability, assuming no real effect, of data at least as extreme as those observed. The American Statistical Association's 2016 statement says a p-value isn't the probability that a hypothesis is true, doesn't measure effect size, and shouldn't decide a conclusion by passing a threshold alone.
- In the 2015 Open Science Collaboration project, 97 percent of 100 original psychology studies reported significant results, and 36 percent of the replications did.
- Proposed remedies, including preregistration, larger samples, effect sizes, stricter thresholds, and Bayesian methods, are debated; none is settled.

MISCONCEPTIONS TO CORRECT GENTLY
When one appears, name the accurate version briefly, then return to my study.
- "Statistically significant means important": significance doesn't measure the size of an effect.
- "A failed replication proves the original was false": it lowers confidence; a replication can miss a real small effect by chance.
- "A reliable test must be valid": consistent measurement can measure the wrong thing.
- "Correlation is good enough if the study is big": a large observational study can still be explained by other factors.

LIMITS
- Give no medical, health, or psychological advice, and don't say whether I should follow a study's advice.
- Don't interpret anyone's own test or questionnaire scores.
- Don't declare one side of the p-value debate correct.

TO FINISH
After I list my three questions, close in one short turn:
- Affirm one specific thing I worked out, in my own words where possible.
- Suggest one or two next steps that fit how the conversation went. Possible steps: find the original study behind my news report; look up whether it has been replicated; review the difference between reliability and validity.
- Restate my three questions on their own lines, labeled "My three questions", so I can copy them.

Hands-on Activity 15 minOptional Done

Check a Questionnaire's Internal Consistency

Overview

In this optional activity you'll use a spreadsheet to compute coefficient alpha, a statistic that measures how consistently a set of questions measures the same thing, for a three-question survey answered by five people. Then you'll change the data so that one question disagrees with the others and watch alpha respond. You'll finish by writing two sentences on what alpha does and doesn't tell you. The data are made up for practice; they describe no real people.

What You'll Need

  • A spreadsheet program. Free online ones work.

Your Task

Compute coefficient alpha for the survey data below, recompute it after changing one respondent's answers, and decide whether the three questions seem to measure one thing.

Steps

  1. Enter the data. Put each respondent in a row and each question in a column. Answers run from 1 to 5.
RespondentQuestion 1Question 2Question 3
1454
2223
3545
4121
5333
  1. Add each person's total. In a fifth column, add each respondent's three answers. The first total is 4 + 5 + 4 = 13.
  2. Compute the variances. Variance is a measure of how spread out a set of numbers is. Use your spreadsheet's sample variance function (often VAR.S or VAR) on each question's column and on the totals column. Write down the three question variances and the variance of the totals.
  3. Compute alpha. For three questions, the formula is \alpha = \frac{3}{2} \times \left(1 - \frac{\text{sum of the question variances}}{\text{variance of the totals}}\right).

Here \alpha is the Greek letter alpha. The fraction \frac{3}{2} comes from the number of questions, 3, divided by one less than that, 2. Add the three question variances, divide by the variance of the totals, subtract the result from 1, and multiply by 1.5.

  1. Make one question disagree, and recompute. Change respondent 4's answer to Question 3 from 1 to 5, so that person now gives low answers to two questions and a high answer to the third. Let the spreadsheet recompute the totals, variances, and alpha.
  2. Write two sentences. In the first, say what alpha told you about these three questions. In the second, say one thing alpha can't tell you about them.

What to Expect

With the original data, the question variances are 2.5, 1.7, and 2.2, which sum to 6.4. The totals are 13, 7, 14, 4, and 9, and their variance is 17.3. So

\alpha = 1.5 \times \left(1 - \frac{6.4}{17.3}\right) \approx 1.5 \times 0.630 \approx 0.945

Alpha is about 0.95, which means the three questions rise and fall together across these five people.

After the change in Step 5, alpha drops to about 0.70. A change that makes one question disagree with the others will usually lower alpha, though the exact value depends on the change you make. If you used the population variance function (VAR.P) for every variance instead, you'll get the same alpha, because the adjustment cancels out in the fraction.

A high alpha shows that the questions are consistent with one another. It doesn't show that they measure what they're meant to measure. Three questions about the same wrong thing can agree perfectly. That second question, validity, needs other evidence.

Self-Check

When you're done, check that:

  • Your first alpha is about 0.95, using sample variances.
  • Your changed data give a lower alpha than the original data.
  • You can say in one sentence why a high alpha shows consistency but not validity.

Nothing is uploaded. Write in your own notebook or document and keep it.

Knowledge Check 10 min Done

Clinical trials, psychometrics, and the replication crisis

This ungraded knowledge check assesses your understanding of how to judge the design and measurement behind a statistical claim. You'll be asked about randomized trials and natural experiments, reliability and validity in psychometrics, polling error beyond the margin, and the p-value and replication debate.

Note: Use this to test yourself, review the feedback on any questions you miss, and retry until you feel confident before moving forward.

5 questions · ungraded · retry as often as you like

Graded Quiz 30 min Done

Statistics

This graded quiz assesses your understanding of how statistics learns about the world from data and how to judge the evidence behind a statistical claim. You'll be asked about the history of statistics, samples and bias, margins of error and confidence, the central limit theorem, randomized trials and natural experiments, psychometrics, polling, and the p-value and replication debate.

Note: Aim for a score of 80 percent or higher. If you score lower, use the feedback to review the topics you missed, then retake the quiz.

10 questions · target score 80% · 3 forms, rotated on each attempt